RIVERSIDE COMMUNITY COLLEGE DISTRICT Student Equity Plan

Transcription

1 RIVERSIDE COMMUNITY COLLEGE DISTRICT Student Equity Plan December 9, 2014

2 EXECUTIVE SUMMARY INTRODUCTION As California gradually recovers from effects of the Great Recession that disenfranchised the lives of countless individuals, California s community colleges play a critical role in helping to shape our state towards economic and social prosperity. For some, community colleges are an important first step towards their journey towards earning baccalaureate and post-baccalaureate degrees. For others, earning an associate s degree or certificate in a career and technical field can provide them access to high-skilled jobs in an ever-changing economic industry. Regardless of one s educational goal however, the core mission of community colleges is to ensure access and success for the millions of Californians who seek postsecondary education as a means to better their lives. Yet, as a result of increased financial and political pressures to improve student success rates, community colleges face the philosophical and pragmatic dilemma of whether success will come at the expense of access. However, the prospect of success over access would undercut the community college s equity mission and negatively impact California s traditionally underserved student populations. For nearly half of all undergraduate students of color and about forty percent of students living in poverty, the path to a college degree begins at a community college. 1 Community colleges embody the most democratic ideals of this nation: the open door policy provides an affordable education to students irrespective of the accidents of birth and privilege. At a time of rapidly increasing college costs, community colleges continue to provide the primary avenue to good paying jobs and entry into the middle class for many students who otherwise would not get a second chance. Community colleges enroll those students who have the most daunting educational, economic, and social barriers to their education, yet funding for California s community colleges is among the lowest nationwide. 2 Providing developmental programs for the academically underprepared, vocational training for workforce development, and a transfer curriculum for degree seeking students, community colleges help to reduce the gap between the privileged and less fortunate in American society. The core mission of community colleges is to provide access and a quality education to all students capable of benefitting from higher education. The equity goal at community colleges embodies long cherished American democratic ideals, and the community college remains for this reason the most democratic of all American institutions of higher learning. Quality, affordability, accessibility, diversity and student success. These things are at the very core of community colleges, and it makes us all stronger When I think of community colleges and their mission, I am reminded that community colleges are the robust and democratic institutions of higher education that provide (a) socially legitimate pathways to empowerment and (b) means for prosperity and engagement for a segment of society often neglected by others. 3 1 Why Access Matters: The Community College Student Body by Christopher M. Mullin Access & Equity Issue Brief by California Tomorrow Rassoul Dastmozd, Ph.D. President, Saint Paul College -- A Community & Technical College 4

3 STUDENT EQUITY PHILOSOPHY While the challenges we confront to effectively serve the educational needs of our surrounding communities are many, California s community colleges are poised to face them head-on with a renewed commitment to access and success. With the passage of the Student Success Act of 2012 and additional funding to increase resources, community colleges are seeking innovative strategies and developing partnerships to leverage efforts to support many of its most disenfranchised students. At Norco College, the faculty, staff, administration, and students are working collectively to ensure access and improve success for historically underserved students by approaching our pedagogical and organizational practices through an equity-minded lens. According to contributing members of the University of Southern California s Center for Urban Education, Equity mindedness refers to the outlook, perspective, or mode of thinking exhibited by practitioners who call attention to patterns of inequity in student outcomes, and are willing to assume personal and institutional responsibility for the elimination of inequity. 4 By adopting an equity-minded mode of thinking as our method of examining student outcomes data and institutional practices, we are confident that our Student Equity Plan will help us address the inequitable outcomes we see of specific student groups at the College. STUDENT EQUITY PLANNING PROCESS The development and evaluation of our Student Equity Plan originated and rests within our Student Success Committee. The committee has a wide constituency of 28 members that include 9 faculty, 10 administrators, 7 staff members, and 2 students. Our 2-hour meetings are held twice per month during the fall and spring semesters. The following is our committee purpose: Through the integrated efforts of academic and student services, the Student Success Committee supports all students in achieving their stated educational goals by responding to evolving student academic needs. The committee engages in research, analysis, dialogue and implementation of initiatives to ensure college access and improve student success. Student Equity and Student Success & Support Program (SSSP) plan development, implementation, and evaluation are initiated within constituencies represented in the Student Success Committee. In , the Student Success Committee divided into two subgroups to carry out program plan development. During our monthly meetings, the committee convened to dialogue about developing strategies to form synergy between the two plans. Importantly, the Student Success Committee is aligned with many of the Accreditation standards (II.A.1.a.-b.; II.A.2.c.-d., II.3.a.-f.) that we assist in writing and providing input throughout the self-evaluation process. In fall 2014, the college hosted a Student Equity Retreat to create a forum for broad constituency input on plan development using the data as a foundation for dialogue. Participants were provided with a notebook of student equity planning documents that included, but not limited to, data reports, our Student Equity Plan 2010 Overview report, and goal/activity worksheets. All data reports including the 2010 Student Equity Plan Overview Final report are housed on our 4 Contextual Problem Defining: Learning to Think and Act from the Standpoint of Equity by Pena, E.V., Bensimon, E.M. & Colyar, J

4 Institutional Research webpage at: A key framework that drove the discussion at the Student Equity Retreat and subsequent Student Success Committee meetings is the Completion by Design s Loss and Momentum Framework. When we examined the progression that college students typically follow from the point of connection through completion of their educational goal, we observed a similar progression model with the Student Equity Plan s Success Indicators. Aligning the two helped us visualize a college pathway model (see below) that served as a foundation for our discussions around student equity goals, activities, and outcomes. Completion by Design Connection Entry Progress Completion Student Equity Plan Access ESL/Basic Skills* Course Completion Degree, Certificate, Transfer *ESL/Basic Skills Completion was reordered for this chart as it aligns more closely with the gatekeeper courses identified under Entry in the Completion by Design model. Also, since the Student Equity and SSSP planning is associated with our Student Success Committee, these student access and success efforts are more or less related to five of our seven strategic initiatives in our educational master plan: (1) Increase student retention, persistence, and success; (2) Improve the quality of student life; (3) Increase student access; (4) Enhance academic programs and the learning environment; and (5) Enhance institutional effectiveness (see Attachment A). As a result, our Student Equity Plan goals reference, where applicable, an alignment with the College s strategic goals. Over the last year, Norco College adopted seven strategic goals with 44 objectives (see Attachment B). The Student Success Committee is responsible for 17 of the objectives that are directly aligned with our purpose statement and interrelated to the philosophy and outcomes of the student equity plan and SSSP services. Similarly to SSSP and Student Equity efforts, the Student Success Committee is also the strategic planning committee that works directly with the Basic Skills Initiative (BSI). The committee engages in research, analysis, dialogue, and the implementation of college-wide initiatives related to BSI. As a result, initiating the development of our Student Equity Plan under this committee guided us towards integrating the plan to the College s existing strategic goals and objectives, SSSP services, and BSI activities, in addition to aligning it with the Completion by Design Loss and Momentum Framework. STUDENT GROUPS AND RESEARCH METHODOLOGY The Student Equity Plan goals and activities have been developed in response to a number of student groups that have been identified as disproportionately impacted (DI) by research conducted by the College s Office of Institutional Effectiveness in conjunction with the District s institutional research office. As in the previous Student Equity Plan, all analyses were to be disaggregated by ethnicity, gender and disability status. However, the current plan includes three 6

5 additional student groups which are low income, Veterans and foster youth. Because these groups were not specifically identified in MIS data elements, it was necessary to define how these populations were identified. For the designation as low income, students needed to receive a Pell grant or a Board of Governor s Fee Waiver during the time period of the indicator. Veteran data were collected from program participant identification flags in the student database system. For Veterans prior to summer 2010, Norco Veterans were identified by home campus location as a subset of a district program participant identification flag. Foster youth data were collected from students self-identification as a foster youth in the Free Application for Federal Student Aid (FAFSA). Some explanation should be made for Veterans and foster youth in interpreting any of the success indicators that analyzed a six-year cohort (ESL and Basic Skills Completion, Degree and Certificate Completion, Transfer). Although many of these indicators did not show disproportionate impact for students in the cohort, the point of concern is the number of veterans and foster youth who were excluded from the cohort analysis. In the case of ESL and Basic Skills Completion, the issue is the number of Veterans and foster youth who do not ever start the ESL and Basic Skills pipeline. For the Degree and Certificate, and Transfer indicators, the issue is the number of veterans and foster youth who do not ever complete 6 units in three years. Thus, while the charts may show little cause for concern for those in the cohort, what requires attention is the student attrition of veterans and foster youth from ever making it into the cohort analysis. The following table provides a listing of the five success indicators and the student groups that have been identified through institutional research as disproportionality impacted. Success Indicators Access Course Completion ESL Basic Skills Completion (English) Basic Skills Completion (Math) Degree Completion Student Groups Disability status (females/males) Veteran (males) Pacific Islanders, Two or more races (males) *Veteran (females not DI, but extremely low numbers) Foster youth (males) Hispanic (females/males) Low-income (males) Males (all groups) Black, Hispanic, White (females) *Veteran (females/males not DI, but extremely low numbers in pipeline requires intervention) *Foster youth (females/males not DI, but extremely low numbers in pipeline requires intervention) Black, Hispanic, White (females/males) Disability status (females) *Veteran (females/males not DI, but extremely low numbers in pipeline requires intervention) *Foster youth (females/males not DI, but extremely low numbers in pipeline requires intervention) Males (all groups) Asian (females) 7

6 Certificate Completion Transfer Disability status (females) *Disability status (males not DI, but extremely low numbers eligible to be part of initial cohort (SPAR) requires intervention) Low income (males) *Veteran (females/males not DI, but extremely low numbers eligible to be part of initial cohort (SPAR) requires intervention) *Foster youth (females/males not DI, but extremely low numbers eligible to be part of initial cohort (SPAR) requires intervention) Males (all groups) Asian, Black (females) Disability status (females and *males not DI, but extremely low numbers eligible to be part of initial cohort (SPAR) requires intervention) Low income (males) *Veteran (females/males not DI, but extremely low numbers eligible to be part of initial cohort (SPAR) requires intervention) *Foster youth (females/males not DI, but extremely low numbers eligible to be part of initial cohort (SPAR) requires intervention) Males (all groups) Hispanic & White (females) Disability status (females/males) *Veteran (females/males not DI, but extremely low numbers eligible to be part of initial cohort (SPAR) requires intervention) *Foster youth (females/males not DI, but extremely low numbers eligible to be part of initial cohort (SPAR) requires intervention) *Note: SPAR is the California Community College s Student Progress and Achievement Rate as defined in the Campus-Based Research section of this plan. GOALS AND ACTIVITIES OUTLINE Based on an interactive approach with members of the college community, thirteen goals and twenty-five activities were established in an effort to eradicate inequitable outcomes for specific student groups. The operational definition of success for any of the outcomes in this plan is that all student groups would be within 80% (0.80) of the highest performing group for a success indicator. The following is a list of the goals and activities of this plan: ACCESS o Goal: Ensure distribution of the student population is reflective of the communities the college serves. Activity: Regularly examine the enrollment rates of traditionally underrepresented students compared to those of the local service area (research will include data of local feeder schools). Activity: Conduct targeted outreach activities with local K-12 high schools and service agencies (i.e. Department of Public Social Services, Veterans Transition Assistance Program, Department of Rehabilitation) to promote and prepare students for college. 8

7 COURSE COMPLETION o Goal 1: Improve the course completion and success rates of student groups (specifically males of color). Activity: Faculty leaders and student services leaders will develop and offer college success activities (workshops, tutorial support, etc.) tailored to meet the needs of specific student groups. Activity: Develop and pilot a revamped Early Alert system with a select group of faculty for specific courses that is customized to meet the needs of specific student groups o Goal 2: Improve access to college support services for historically underserved student groups. Activity: Develop and implement a supplemental summer transition component in connection with/or in addition to Summer Advantage for historically underserved. Activity: Collaborate with local feeder K-12 districts and community agencies (foster, veterans, etc) to connect historically underserved students to college support programs. o Goal 3: Cultivate an educational environment that promotes awareness of and validates the experiences of diverse student populations. Activity: Develop a college-based assessment tool and process to evaluate the college climate at Norco College to insure inclusivity for all students. Activity: Facilitate college-based programs for faculty, staff, and students that promote awareness and understanding of college diversity. Activity: Offer faculty trainings and workshops on diversity-based pedagogical and curricular development strategies that can be implemented in the classroom to meet the academic needs of specific student populations. ESL/BASIC SKILLS COMPLETION o Goal 1: Increase the course completion rate of students who enroll in ESL courses to support their progress to degree applicable courses. Activity: Establish connections with the identified TESOL programs and create a process for them to work with ESL faculty to develop supplemental instruction activities such as workshops, and tutoring sessions. o Goal 2: Increase the percentage of students who place into basic skills courses to begin the course sequence their first year Activity: Students who place into basic skills English on their placement test will be advised to enroll in their basic skills course through in-person or online advisement during their first term. Activity: Students who place into basic skills math on their placement test will be advised to enroll in their basic skills course through in-person or online advisement during their first term. 9

8 o Goal 3: Increase the percentage of basic skills students who complete the basic skills pipeline. Activity: Basic skills English and Math faculty will establish classroom procedures for supporting additional tutorial related services. Activity: Basic skills English and math faculty will examine alternatives to traditional basic skills completion (i.e. accelerated courses, reduce the number of courses required, change placement practices). o Goal 4: Create a culture of teaching excellence among basic skills faculty that enriches the learning experience of historically underserved students. Activity: Faculty will collaborate in developing equity-minded approaches to pedagogy, which support active learning strategies in the classroom. o Goal 5: Examine, develop, and implement improved placement methods for historically underserved first time students. Activity: Develop a redesigned pre-placement workshop that informs and assists prospective students prepare for the Accuplacer placement test. Activity: Identify alternate placement method(s) that includes multiple measures (including non-cognitive variables) that more accurately places historically underserved students into appropriate courses. DEGREE AND CERTIFICATE COMPLETION o Goal 1: Increase the degree and/or certificate completion rates of students that are disproportionately impacted. Activity: Provide proactive, roving counseling/advising to review students academic progress towards degree and certificate completion. Activity: Provide faculty with data on students nearing completion of degree and/or certificate requirements by modeling on WebAdvisor, how to access degree completion Activity: Men of color learning communities will be linked to summer transition program and these students will enroll in classes taught by equity-minded faculty leaders o Goal 2: Increase percentage of new and continuing students who develop an educational plan. Activity: Instructional and counseling faculty will collaborate with student services staff to promote and offer access to students to develop degree and/or certificate TRANSFER o Goal 1: Improve transfer rate of student groups that are disproportionately impacted. Activity: Faculty will participate in flex workshops on how to promote transfer and acquire general knowledge about transfer. Activity: Collaborate with instructional faculty to disseminate transfer information to students in the classrooms via counselors, educational advisors, and Transfer Center 10

9 RESOURCES Activity: Men of color learning communities will be linked to summer transition program and these students will enroll in classes taught by equity-minded faculty leaders. o Goal 2: Increase percentage of new and continuing students who develop an educational plan. Activity: Instructional and counseling faculty will collaborate with to promote and offer access to students to develop transfer-based educational plans. Norco College will leverage the Student Equity Plan allocation of $324,935 with Student Success & Support Program, Basic Skills Initiative, and institutional resources to coordinate the activities developed for this plan. The proposed Budget section specifies in detail, how the funding sources will be utilized to support our efforts. CONTACT PERSON/STUDENT EQUITY DIRECTOR Dr. Koji Uesugi Dean of Student Services Norco College 2001 Third Street Norco, CA koji.uesugi@norcocollege.edu Phone: